[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-247061-105":53,"doc-detail-247061-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","measuring-school-processes","Measuring School Processes","","Measuring school processes focuses on using instruction, curriculum, assessment, and classroom practices as the controllable drivers of K-12 outcomes. Schools and districts document and measure implemented processes so they can align what is happening inside classrooms with the student achievement results they observe. The approach distinguishes qualitative and quantitative evidence, supports curriculum mapping and process flowcharting, and guides decisions to redesign, eliminate, or scale practices based on implementation fidelity and impact.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/measuring-school-processes/247061/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/measuring-school-processes/247061.png","ImageObject",442,249,{"name":88,"@type":89},"Kurz","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-09-23","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":73},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"Why must schools measure school processes to improve results?","Question",{"text":108,"@type":109},"Schools cannot improve what is not measured. By documenting processes such as teaching, assessment, and learning strategies, districts can identify what to change to achieve desired outcomes.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What types of measures can be used to measure school processes?",{"text":113,"@type":109},"Qualitative measures include focus groups, interviews, and questionnaire results, while quantifiable measures include classroom observations, program enrollments, and student achievement results.",{"name":115,"@type":106,"acceptedAnswer":116},"How does flowcharting help schools manage and improve processes?",{"text":117,"@type":109},"Flowcharts clarify steps in a process, compare theoretical versus actual or desired results, and help staff assess implementation, diagnose problems, and guide standard practice and improvement.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},247061,1790155294,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":73,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":8,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":79},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","MEASURING SCHOOL PROCESSES  \nBy Victoria L. Bernhardt  \nSchools are perfectly designed to get the results they are getting now. If schools want different results, they must measure and then change the processes to create the results they really want.  \nSchools cannot improve what is not measured.  \nSchool processes define what learning organizations, and those who work in them, are doing to help students learn: what they teach, how they teach, and how they assess students. School processes include programs, curriculum, instruction and assessment strategies, interventions, and all other classroom practices that teachers use to help students learn.  \nTo understand the student achievement results districts and schools are getting, administrators and teachers must document and measure the processes that are being implemented. That information, aligned to the results, will help them understand what to improve to get different results. Sharing how they are getting their successes will help staff understand which processes are working. Understanding which processes are not getting desirable results will inform them of what processes should be changed or eliminated. To truly know ifa reading program is successful or not, a school district has to know how reading is taught in each classroom in every school.  \nHow can anyone be sure that a particular set of new inputs will produce better outputs if we don’t at least study what happens inside?  \n~ Paul Black and Dylan Wiliam  \nMeasuring Processes  \nMeasuring processes is one of the most important things we can do to improve K-12 education. Processes are the only things that we have extensive control over in education. However, they are some of the hardest things to measure. Measuring the processes used in instruction is a task we all have to  \nMeasuring processes is one of the most important things we can do to improve K-12 education. Processes are the only things that we have extensive control over in education. However, they are some of the hardest things to measure.  \nwork on to understand the impact of our processes and to understand how to improve teaching and learning. If the implementation of specific processes is not being measured or monitored, those processes are probably not being fully implemented.  \nDistricts and schools must devote time to the management and measurement of school processes so successful processes can be shared and implemented districtwide, and unsuccessful practices can be redesigned or eliminated.  \nHow Do We Measure Processes?  \nThere are many ways to measure processes. Qualitative and quantitative measures can be applied. Qualifiable school process measures might  \nIf you are not monitoring and measuring program implementation, the program probably does not exist.  \ninclude program/course flow, focus groups, interviews, and/or questionnaire results. Quantifiable school process measurement could include: classroom observations, program enrollments, and student achievement results. We need to think logically about what we need to know about a program, and match these thoughts/ questions to the measurement.  \nThe Measuring Processes Table (next page) illustrates how logical it can be to measure such things as curriculum, instruction and assessment strategies, staff collaboration, environment, etc. The table describes what we want the processes to look like—which gives us insight into the purpose of each process, and how each process can be measured. For example, if we are measuring curriculum, we are looking for it to align to content standards and grade level expectations; we would want to find evidence that there is a continuum of learning that is interesting and makes sense for the students, and that it is being implemented in every classroom. We can measure these through curriculum mapping, process flowcharting, classroom/teacher observations, student achievement results, questionnaires, and a tool created to assess the implementation of the vision.  \nA","cbCaioE7Ta4IKpy4","https://ap.wps.com/l/cbCaioE7Ta4IKpy4","pdf",621485,"English","# Measuring Processes\n## How Do We Measure Processes?\n## Measuring Processes Table\n## Flowcharting Processes","[{\"question\":\"Why must schools measure school processes to improve results?\",\"answer\":\"Schools cannot improve what is not measured. By documenting processes such as teaching, assessment, and learning strategies, districts can identify what to change to achieve desired outcomes.\"},{\"question\":\"What types of measures can be used to measure school processes?\",\"answer\":\"Qualitative measures include focus groups, interviews, and questionnaire results, while quantifiable measures include classroom observations, program enrollments, and student achievement results.\"},{\"question\":\"How does flowcharting help schools manage and improve processes?\",\"answer\":\"Flowcharts clarify steps in a process, compare theoretical versus actual or desired results, and help staff assess implementation, diagnose problems, and guide standard practice and improvement.\"}]","Measuring School Processes | PDF",1789239769]